Ohrling K, Hallberg I R
Centre for Research in Teaching and Learning, Luleå University of Technology, Sweden.
J Prof Nurs. 2000 Jul-Aug;16(4):228-39. doi: 10.1053/jpnu.2000.7825.
Registered nurses' lived experience of preceptorship was studied in this phenomenological study. To illuminate the meaning of registered nurses' experience of being a preceptor for student nurses, individual tape-recorded interviews were conducted with 17 registered nurses. They narrated their experience of being a personal preceptor for student nurses during practical training on a hospital unit, and the interviews transcribed verbatim were analyzed phenomenological-hermeneutically. The analysis revealed two main themes (1) including the student in their daily work and (2) increasing awareness of the process of learning, as well as six other themes, which contributed to a new comprehension of the meaning of being a preceptor. All the themes were related to the ongoing preceptor-preceptee relationship. The preceptors' thinking on past experiences and their ideas of nursing care in the future were present simultaneously. Nurses acting as preceptors were perceived as conscious individuals, demanding a balance of their daily work responsibility with increased awareness of the professional demands of nursing care. Preceptors gained increased awareness of and a desire to fulfill the student nurses' varied learning needs and increased awareness of their own learning process.
在这项现象学研究中，对注册护士担任带教导师的生活经历进行了研究。为了阐明注册护士作为实习护士带教导师的经历的意义，对17名注册护士进行了单独的录音访谈。他们讲述了在医院科室实习培训期间作为实习护士个人带教导师的经历，并对逐字转录的访谈进行了现象学-诠释学分析。分析揭示了两个主要主题（1）让学生参与日常工作和（2）提高对学习过程的认识，以及其他六个主题，这些主题有助于对担任带教导师的意义有新的理解。所有主题都与带教导师与被带教者之间持续的关系有关。带教导师对过去经历的思考和他们对未来护理工作的想法同时存在。担任带教导师的护士被视为有觉悟的个体，要求在日常工作职责与对护理专业要求的更高认识之间取得平衡。带教导师对实习护士多样化的学习需求有了更高的认识并渴望满足这些需求，同时也对自己的学习过程有了更高的认识。
